Student teachers’ and tutors’ perceptions of the use of online resources for promoting critical thinking

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dc.contributor.authorMwalongo, Alcuin
dc.date.accessioned2024-04-17T12:36:37Z
dc.date.available2024-04-17T12:36:37Z
dc.date.issued2018
dc.descriptionFull text article. Available at https://www.learntechlib.org/d/188287
dc.description.abstractThe study examined student teachers’ and tutors’ perceptions of the use of uploaded resources for promoting critical thinking in three public universities in Tanzania. A sample of 69 participants was used. For complementarity and triangulation purposes, the study employed a mixed methods research approach. Data were collected through a survey, focus group discussions, interviews, and documentary review. Quantitative and qualitative data were analysed through SPSS 25 and MAXQDA 18 respectively. The findings suggest that the use of uploaded resources is likely to promote critical thinking, especially if uploaded resources are up-to-date, authentic, use a simple and clear language, and if a variety of them are used. The study revealed that there were no statistically significant gender differences in perceptions of the use of uploaded resources for promoting critical thinking amongst students. Implications related to key findings and areas for further research are discussed
dc.identifier.citationMwalongo, A. (2018). Student teachers’ and tutors’ perceptions of the use of online resources for promoting critical thinking. International Journal of Education and Development using ICT, 14(3).
dc.identifier.otherURL: https://www.learntechlib.org/d/188287
dc.identifier.urihttps://repository.udom.ac.tz/handle/20.500.12661/4487
dc.language.isoen
dc.publisherThe University of the West Indies
dc.subjectTutors’ perceptions
dc.subjectTeachers’ perceptions
dc.subjectCritical thinking
dc.subjectTanzania public universities
dc.subjectUploaded resources
dc.titleStudent teachers’ and tutors’ perceptions of the use of online resources for promoting critical thinking
dc.typeArticle
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